The purpose of this study was to assess the effectiveness of teaching modules designed to enhance the use of critical thinking (CT), evidence-based practice (EBP), and professional writing (PW) skills by graduate students in communication sciences and disorders. Three single-session teaching modules were developed to highlight key features of CT, EBP, and PW. Participants were presented with one module per week during the first month of their 2-year graduate program. Each participant's performance was assessed four times by analyzing his or her written responses to clinical scenarios during the first fall semester and the last spring semester of the program. Results demonstrated that the EBP teaching module was effective in improving the participants' application of EBP principles. The CT and PW teaching modules were not as effective, suggesting that instruction in these areas requires more than a single-session teaching module.